Relevant bibliographies by topics / Behavioral assessment / Dissertations / Theses
To see the other types of publications on this topic, follow the link: Behavioral assessment.

Dissertations / Theses on the topic 'Behavioral assessment'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Behavioral assessment.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Anderson, Cynthia Marie. "Linking functional assessment with diagnostic classification development of functional assessment methodology /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=441.

Full text
Abstract:
Thesis (Ph. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains x, 181 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 59-67).
APA, Harvard, Vancouver, ISO, and other styles
2

LaRocque, Michelle. "Functional behavioral assessment in Washington state /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7562.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Couvillon, Michael A. "Measurement and Utility of Functional Behavioral Assessments and Behavior Intervention Plans in Classrooms for Students with Emotional and Behavioral Disorders." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5469/.

Full text
Abstract:
This research study examined how education service providers conduct functional behavioral assessments and utilize behavior intervention plans to address the social and emotional needs of students with challenging behaviors. The data are based on a 20-item survey administered to educators who identified themselves as working with students diagnosed with emotional and behavioral disorders. The results and implications of the survey are discussed and evaluated to the review of literature conducted prior to the study. Recommendations for future research are also explored.
APA, Harvard, Vancouver, ISO, and other styles
4

Chung, Po-Yee. "Functional behavioral assessment-based intervention for children with food refusal behavior /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113006.

Full text
Abstract:
Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 155-172). Also available for download via the World Wide Web; free to University of Oregon users.
APA, Harvard, Vancouver, ISO, and other styles
5

Thompson, Michelle. "Understanding the effectiveness of functional behavioral assessments and functional behavioral analysis in the school setting." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005thompsonm.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lousberg, Henri Béatrice. "Chronic pain multiaxial assessment and behavioral mechanisms /." Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Maastricht University [Host], 1994. http://arno.unimaas.nl/show.cgi?fid=6589.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Wickham, Sarah Louise. "Qualitative behavioral assessment of sheep during transport." Thesis, Wickham, Sarah Louise (2011) Qualitative behavioral assessment of sheep during transport. PhD thesis, Murdoch University, 2011. https://researchrepository.murdoch.edu.au/id/eprint/15270/.

Full text
Abstract:
Animal welfare is a growing concern for society and research into the welfare of animals has increased. Assessment of animal welfare usually includes physiological as well as behavioural measurements; however, these measurements do not give information on the emotional state of the animal. Qualitative behavioural assessment (QBA) has been developed as a method to assess the behavioural expression of an animal and hence the emotional state. QBA has been used to assess the behavioural expression in a number of species; however it had not previously been used in sheep. The research described in this thesis was conducted to determine whether QBA could be used to assess the welfare of sheep during a stressful event. Transport, as a known stressor, is a key component of sheep farming in Western Australia, with sheep transported from farm to abattoir as well as to feedlots and shipping ports. Therefore, transport was chosen as the stressor. Continuous video footage recorded during each trip was used to provide unidentified clips of individual animals that were shown to observers for QBA. Fourteen Merino wethers were assessed during their first road trip (naïve transport), and then again on their seventh trip, 8 days later (habituated transport). They were then assessed during transport with altered flooring (slip vs. non-slip), ventilation (open vs. closed) and driving conditions (stop-start vs. continuous). Blood samples were collected immediately before loading and after unloading, and heart rate and core body temperature were measured continuously throughout each trip. There was significant consensus amongst observers in terms of their assessment of the behavioural expression of the sheep. Observers were able to distinguish between transport-naïve and transport-habituated sheep, between sheep transported with differing flooring conditions and driving conditions. However, observers were not able to distinguish between sheep transported with different ventilation. The physiological response to transport varied depending on the type of transport stressor imposed, but there were significant correlations between the physiology and the behavioural interpretations (QBA scores) in all experiments. Further studies were conducted to determine the effects of nutritional status on the behavioural responses to a stressful event; transport. Sheep undergoing transport often have different nutritional backgrounds and in addition to this they are usually kept off feed and water for a period of time before transport. It is also known that the nutritional demands on sheep changes with time of year and feed availability. Therefore it was investigated whether QBA could be used to determine if sheep with different nutritional backgrounds, at different times of the year, exhibited different behavioural expressions during transport. In addition, the effect of feed and water withdrawal for 36 hours before transport was investigated. Observers were able to distinguish between sheep transported in July (increasing day length) compared to January (decreasing day length) and between high and low BCS sheep. Observers did not detect significant differences in the behavioural expression of sheep with increasing and decreasing BCS transported at different times of the year. Observers were able to distinguish between sheep of BCS 1.5 and decreasing BCS, and between sheep of BCS 3.5 and increasing BCS transported pre- and post-fast; however, observers did not detect significant differences in the behavioural expression of sheep with BCS 1.5 and BCS 3.5 transport pre- and post-fast. The physiological responses to transport varied depending on nutritional status, but there were significant correlations between the physiology and the behavioural interpretations (QBA scores). Behavioural assessments are open to observer bias, and information on the background of the observers (such as sex, age, country of birth, area of study/employment, habitat, dietary preference, purchasing habit, pet ownership, level of experience with sheep, and occurrence of seeing sheep transported) as well as their opinions on sheep and animal welfare and behaviour were collected during the study and it was investigated whether these factors had an influence on how the observers perceived behavioural expression. There were some effects of observer background, with Australians, vegetarians, and observers with low levels of experience with sheep perceiving one dimension of behavioural expression more than other observers. However, all of the observers were still able to reach consensus in their interpretation of the behavioural expression of the sheep. In conclusion, these data suggest that people from the divergent backgrounds assessed in this study achieve a high degree of interpretational agreement when assessing behavioural expression in transported sheep. A final experiment investigated the correlation between temperament and behavioural expression of the sheep. There is variability between individual animals in their behavioural response to an environment and this variability in response is interpreted as the temperament of the animal. Observers assessed the behavioural expression of sheep under different nutritional states (low: BCS 1.5; high: BCS 3.5) and these results were correlated with temperament measures taken of the sheep. Observers saw no difference between the nutritional groups in their behavioural expression and there was also no difference in the temperament between the nutritional groups. This work has led to a greater understanding of the behavioural expression of sheep during transport and the ability of observers to assess that behavioural expression. Observers reach consensus in their interpretation of behavioural expression, and QBA scores correlated with physiological measures in an informative way. QBA successfully detected different behavioural responses to transport in sheep and it is suggested that QBA can be used as a practical and informative measure of behavioural responses in sheep and to transport. This research has set a foundation for further study of the qualitative behavioural assessment of sheep in a number of experimental and on-farm conditions.
APA, Harvard, Vancouver, ISO, and other styles
8

Tinney, Ashton Corinne. "An Evaluation of Problem Behavior during a Preference Assessment." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538682/.

Full text
Abstract:
There is a limited amount of research that has evaluated all three types of modalities and consequences during stimulus preference assessments (SPA) or examined problem behavior during preference assessments with individuals with tangible maintained problem behavior. Therefore, the purpose of this study was to extend this line of research in two ways: (a) compare results of SPAs across three modalities and two consequence, (b) evaluate problem behavior during these SPAs with individuals with problem behavior maintained by access to tangible items. The results indicated that for all participants, there was preference stability across modalities and conditions. For all participants, problem behavior occurred during the no access condition or removal regardless of modality.
APA, Harvard, Vancouver, ISO, and other styles
9

Wolf, Roxanne Smith Richard G. "Multiple-respondent anecdotal assessments for behavior disorders an analysis of interrater agreement and correspondence with treatment outcomes /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3596.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Johnston, Cristin D. "Observation training evaluating a procedure for generating self-rules in the absence of reinforcement /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3316373.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

Kellum, Karen Kate. "Effects of instructed, shaped, and derived methods of contacting rules on the fluency of rule-following and accuracy of rule-stating." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3320562.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Armstrong, Colin Andrew. "The stages of change in exercise adoption and adherence : evaluation of measures with self-report and objective data /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9904722.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

English, Carie L. "Effects of familiar versus unfamiliar therapists on responding in the analog functional analysis." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2401.

Full text
Abstract:
Thesis (M.A.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains [iii], 53 p. : ill. Includes abstract. Includes bibliographical references (p. 33-38).
APA, Harvard, Vancouver, ISO, and other styles
14

Strickland-Cohen, Monica, and Monica Strickland-Cohen. "An Examination of the Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Behavioral Assessment Information." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12550.

Full text
Abstract:
The current study evaluated the efficacy of a training series designed to teach typical school-based behavior support professionals to build behavioral interventions from functional behavioral assessment (FBA) information. The study was conducted in three stages. First, a descriptive assessment examined the extent to which typical school team leaders demonstrated knowledge of core behavior support plan (BSP) development features following a four-part training series on the development and implementation of function based supports. The second stage of the study assessed the extent to which participants who met criteria for BSP development during training were then able to lead a typical school team in building a BSP that was perceived by expert behavior analysts as "technically sound." In the final stage, a nonconcurrent multiple-baseline design was used to determine if there is a functional relationship between implementation of BSPs led by typical school-team leaders who received the training and improvement in the level of student problem behavior. Thirteen school professionals participated in four 1-hour "From Basic FBA to BSP" training sessions. A post test analysis of BSP knowledge indicated that the participants ended training with the knowledge needed to use FBA information to develop student BSPs. Six of the 13 professionals went on to lead school-based teams in the development of BSPs that were rated by outside experts as technically adequate. Direct observation data were collected on student behavior during the implementation of five of the six resulting BSPs, and decreases in problem behavior and increases in academic engagement were seen for all five student participants. Additionally, participating team leaders and classroom staff indicated that they found the procedures and tools used to be both acceptable and effective. These results document preliminary findings supporting the efficacy of a four-part training series used to teach typical school staff to use FBA data in designing student BSPs. Further implications for practice in schools and directions for future research are discussed.
APA, Harvard, Vancouver, ISO, and other styles
15

Ashcraft, Ben Lowell. "The Global Assessment of Relationship Functioning as a Global Assessment of Individual, Couple, and Family Functioning." DigitalCommons@USU, 1997. https://digitalcommons.usu.edu/etd/2662.

Full text
Abstract:
Relationship issues underlie most problems that people bring to therapy. Global relationship assessment_ has great potential in helping therapists account systemically for global issues in individual, couple, and family functioning . The purpose of this thesis was to assess the concurrent validity of the Global Assessment of Relationship Functioning (GARF) with standardized self-report measures on individual, couple, and family levels of relationship functioning and to assess the GARF's discriminant validity in distinguishing between clinical and nonclinical groups. It was hypothesized that GARF scores would correlate with scores obtained on the self~ report assessments and that a statistically significant difference would be found between clinical and nonclinical volunteer groups on both types of assessments. Data were collected from 27 indivi dual s. 30 couples. and 14 families. of which half were currently receiving therapy and the other half were nonclinical volunteer panicipants from Utah State University. Both groups were given the same selfcrepon assessments and were each assigned GARF scores by the interviewing therapist. The Outcome Questionnaire 45 .2 (OQ-45 .2) was used to assess individual and family selt: reponed relationship functioning. The Dyadic Adjustment Scale (DAS) was used to assess couple self-reponed relationship functioning. The data were analyzed using correlational analysis and independent 1 tests to compare GARF scores to scores obtained on the self-report assessment measures The GARF was found to be significantly correlated with the self-report assessment scores of volunteer individuals and couples, supponing the concurrent validity for two of the six groups. In addition, for couples and families, the GARF and the selfreport assessments showed statistically significant differences between clinical and volunteer groups in the same direction, supposing its discriminant validity. These findings are limited due to the small group size and the inconsistency of the results across all three groups. Possible explanations for the results are discussed along with implications for using the GARF as a measure of global assessment in therapy. Based on these findings, there is limited evidence that the GARF is a valid measure in its current computer rater form.
APA, Harvard, Vancouver, ISO, and other styles
16

Daniels, Carol D. "Functional behavioral assessment in the general education setting /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052169.

Full text
Abstract:
Thesis (Ph. D.)--University of Missouri-Columbia, 2002.
Leaves numbered after leaf 76 are inconsistant in numbering or not numbered at all. Typescript. Vita. Includes bibliographical references (leaves 71-75). Also available on the Internet.
APA, Harvard, Vancouver, ISO, and other styles
17

Silvestre, Carlos E. "A Collaborative Electronic Behavior Assessment System (eBA): Validation and Evaluation of Feasibility." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7574.

Full text
Abstract:
This study validated and evaluated the feasibility of a web-based electronic behavior assessment system, ‘eBA’, designed to facilitate collaboration between caregivers and service providers (behavior analysts) in conducting indirect functional behavior assessment (FBA). In Phase 1, the content and the web architecture of the eBA were validated and refined through a formative evaluation by five behavior analysts. In Phase 2, the eBA system was pilot tested with 10 service providers and 10 caregivers using a post-test only control group design to examine the efficiency and quality of the system and identify the levels of satisfaction with the system by the service providers and caregivers. The results indicated that the eBA system components were appropriate to conduct indirect FBA and useful for use by caregivers and service providers collaboratively, gathered quality information, and showed higher levels of caregiver and service provider satisfaction, compared to traditional paper-pencil format of assessment.
APA, Harvard, Vancouver, ISO, and other styles
18

Piotrowski, Andrea Suzanne. "Behavioral assessment of problem behaviors in elderly residents of a personal care home." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq51786.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Nusz, Tara Egan. "Current practices in functional behavioral assessment a national survey of school psychologists /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/136.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Mitachi, Mami. "The effects of functional assessment and competing behavior analysis information on the behavioral support recommendations for students with problem behaviors by school personnel /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3045091.

Full text
Abstract:
Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 144-147). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3045091.
APA, Harvard, Vancouver, ISO, and other styles
21

Eiselen, Sue Catherine. "Neuropsychological toxicology a theoretical overview of neuropsychological assessment /." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-10162007-133533.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Wolf, Roxanne. "Multiple-respondent anecdotal assessments for behavior disorders; An analysis of interrater agreement and correspondence with treatment outcomes." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3596/.

Full text
Abstract:
The current study was designed to further evaluate the usefulness of anecdotal assessments. The goal of this study was to evaluate the overall agreement between multiple respondents on the primary function of aberrant behavior using the Motivation Assessment Scale (MAS) and the Functional Analysis Screening Tool (FAST) and, if agreement was obtained, to assess the effectiveness of treatment based on the outcome of the assessments. Results showed that anecdotal assessments were able to identify the general type of contingency maintaining two participants' problem behavior. However, for one participant the assessments did not correctly identify the specific form of reinforcement (attention or tangible items) that maintained the aberrant behavior.
APA, Harvard, Vancouver, ISO, and other styles
23

Flaming, Yeats Lindsay. "Organizational Assessment of Diversity and Inclusion." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843006.

Full text
Abstract:

This study outlines the research methods and findings of an assessment performed to evaluate an organization?s diversity and inclusion climate. A survey was conducted with 67 of 81 of the organization?s employees, followed by 15 interviews, and six focus groups. The study found this organization to be very diverse and to place a high value on the importance of Diversity and Inclusion (D&I) to its performance. However, there are limited formal D&I structures currently in place. A comprehensive D&I management strategy integrated with the organization?s business strategy will be critical to supporting achievement of its mission. This organization plays a unique role in bridging the gap between diverse student populations and more homogeneous tech corporations. Given this, the organization embodies the complexity of D&I challenges that many organizations must face in creating an inclusive culture in order to increase retention, job satisfaction, engagement, and performance.

APA, Harvard, Vancouver, ISO, and other styles
24

Condon, David. "A Masking Procedure for Stimulus Control Assessment." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538678/.

Full text
Abstract:
The present series of experiments were designed to investigate the utility of the use of a masking system to assess the development of stimulus control. The first experiment compares sample observing time with response accuracy in a match-to-sample task. The second experiment more closely examines this relation by subdividing the sample stimulus mask into four quadrants. The third experiment compares sample observing time during training with accuracy during a subsequent testing condition to determine if the observed differentiation between the quadrants was correlated with the development of stimulus control.
APA, Harvard, Vancouver, ISO, and other styles
25

Hayes, Kate. "A Qualitative Analysis of Student Behavior and Language During Group Problem Solving." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/HayesK2009.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Moore, Heather Anne Smith Richard G. "Multiple-respondent anecdotal assessments for behavior disorders an analysis of interrater agreement and correspondence with a functional analysis and treatment outcomes /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5139.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Koerner, Kelly. "The reliability and validity of a cognitive-behavioral case formulation method /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9111.

Full text
APA, Harvard, Vancouver, ISO, and other styles
28

Snell, Carolyn. "A Daily Phone Diary Procedure to Assess Behavioral Engagement in the Treatment of Adolescent Anxiety and Depressive Disorders." Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/700.

Full text
Abstract:
Anxiety and depressive disorders are common conditions for adolescents and are associated with significant impairments in functioning. Cognitive behavior therapy (CBT) is an effective treatment modality for these youth, and the behavioral components of CBT protocols, in particular, are thought to be one of the active mechanisms through which positive symptom changes are produced. However, few procedures are available to measure the behavioral changes taking place in adolescents’ daily lives as they make therapeutic progress. This study examined adolescents’ “behavioral engagement” throughout treatment, a construct defined as time spent in social, athletic and academic activities. Behavioral engagement was measured using the Daily Phone Diary (DPD), a validated measure of daily activities utilized in the child health literature, which employs the principles of Ecological Momentary Assessment (EMA). Twenty-four adolescents reported each activity they engaged in throughout the day, in chronological order, over the past 24 hours. Participants were diverse in their ages, ethnicities, socioeconomic statuses and internalizing disorder diagnoses. Activities were reported during phone calls scheduled before, during, and after treatment using a transdiagnostic formulation of CBT and, for a randomized subset of the sample (N=8), both before and following a Waitlist comparison condition. Results indicated that “behavioral engagement” is a construct that is measurable and that daily phone diaries are an acceptable method of data collection for this population. Based on theoretical and empirical literature, three key categories of activities on the DPD comprised behavioral engagement: 1) Time spent socially engaged with others; 2) Time spent on any physical or athletic activity; and 3) Time doing homework. Results supported good inter-rater reliability and potentially reasonable test-retest reliability; data collection via the DPD was feasible and acceptable in this context. Tests of convergent validity with other measures of anxiety and depressive symptoms suggested that prior to treatment, more time spent in some activity categories was associated with more internalizing symptoms for those with anxiety disorders only, but fewer internalizing symptoms for those with depression as well as anxiety. Tests of convergent validity with other measures of weekly mood were promising. Future studies will explore alternate definitions of behavioral engagement, examine this construct in a larger sample that has completed a full course of CBT, and explore this construct’s potential role as a mediator of clinical improvement.
APA, Harvard, Vancouver, ISO, and other styles
29

Garrett, Cynthia Lynn. "Developing a measure of co-dependent behavioral intentions." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/948.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

Marine, Jeremey, and Jeremey Marine. "Self-Assessment of Medical-Surgical Nurses’ Behavioral Healthcare Competency." Diss., The University of Arizona, 2018. http://hdl.handle.net/10150/626668.

Full text
Abstract:
Millions of people in the United States are living with a serious mental illness or substance abuse disorder. These individuals suffer from a high rate of medical co-morbidities. Because of this, patients hospitalized on medical-surgical units for medical reasons often are living with psychiatric/substance abuse co-morbidities, which are not addressed during their medical hospital admission. These patients can be perceived as difficult and even dangerous by nurses who have not received training or education in mental health care. The purpose of this project is to measure medical-surgical nurse’s perceptions of their abilities to recognize psychiatric/substance abuse symptoms and their perception of self-competency to provide appropriate interventions. This project utilized the Behavioral Health Care Competency (BHCC) instrument to measure hospital nurse perceptions of behavioral healthcare competency to determine if additional education and training are needed. The BHCC tool was administered to 19 nurses working on two medical-surgical units in Southern Arizona. Findings support the need for educational intervention, especially in the areas of psychotropic medication recommendation and intervention for patients experiencing hallucinations.
APA, Harvard, Vancouver, ISO, and other styles
31

Miller, Bryon G. "Behavioral assessment of physical activity preferences of young children." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/293.

Full text
Abstract:
Low levels of physical activity are correlated with negative health outcomes such as heart disease, diabetes, and certain types of cancer. This is concerning given the current rise in obesity and physical inactivity, especially in young children. Developing assessments that can readily identify variables related to unhealthy patterns of activity might be useful in informing interventions that aim to increase physical activity. The current study extended previous research in the functional analysis of physical activity by Hustyi, Normand, and Larson (2012) by evaluating the utility of a choice assessment procedure to identify participant preference to several common outdoor activity contexts, typically available during school recess. Together, the two assessments strategies were able to identify both healthy and less healthy patterns of responding in four preschool-age children. The information obtained from these assessments could be used to inform behavioral interventions that aim to increase physical activity in young children.
APA, Harvard, Vancouver, ISO, and other styles
32

McIntosh, Kent. "Academic, behavioral, and functional predictors of chronic problem behavior in elementary grades /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181113.

Full text
Abstract:
Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-117). Also available for download via the World Wide Web; free to University of Oregon users.
APA, Harvard, Vancouver, ISO, and other styles
33

Thompson, Michelle. "Linking a functional behavioral analysis to a functional behavioral assessment in the school a single subject case design /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008thompsonm.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Crump, Sharlyn. "The efficacy of an academic behavior assessment tool for the functional behavior assessment process." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714452.

Full text
Abstract:

Since the reauthorization of Individuals with Disabilities Education Act in 1997 and then later, the Individuals with Disabilities Education Improvement Act in 2004, students that display behaviors that impede learning require that a Functional Behavior Assessment (FBA) be conducted for the development of a behavior plan that is focused on Positive Behavior Support (PBS) strategies. The traditional FBA measures and analyzes environmental variables that trigger problem behaviors; however, it does not measure adaptive academic behavior skills that are needed for academic success in the classroom environment. This study’s literature review examines the reasons for incorporating a strength-based model for measuring academic behaviors for a more comprehensive analysis of a student’s strengths as well as deficits. Adaptive/academic behavior skill measurements are also appropriate for identifying and teaching replacement skills. This study examined an academic behavior tool that helps educators to identify both the student’s adaptive academic behavior strengths as well as behavior deficits during the FBA process. In addition, psychometric properties for the statistical relationships between behavior variables were measured for consistency, standardization, and better overall assistance for the classroom educator.

The findings of this analysis support that the psychometrics properties of the academic behavior assessment tool meets the measurements for a reliable and valid tool. The Alpha Cronbach Reliability test measured .96. The principle components factor analysis with a varimax rotation was measured. The factor analysis identified the connections between the studies demographic variables, and the relationship that existed amongst the 25 survey items of the tool. The eigenvalues greater than 1.0 resulted in a four-factor solution that accounted for 69.81% of the variance. Given that the first factor was six times or more times larger than any other factor, a decision to retain only one factor and retain all 25 items to create a total score.

Based on the psychometric measurements of this study, this academic behavior assessment tool possibly will help classroom educators address problem behaviors by identifying the appropriate replacement skills needed for the development of the BIP, interventions, and the FBA process. Additional findings suggest that, used as a screening tool, it may identify skill deficits with preschool-aged children, primary students, special education, and the RtI model, to connect both the academic and behavioral components needed to be taught for academic success.

APA, Harvard, Vancouver, ISO, and other styles
35

Wofford, Sarah Jane. "Sex and fighting: Male and female crayfish utilize different assessment strategies during agonistic behavior." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1367768839.

Full text
APA, Harvard, Vancouver, ISO, and other styles
36

Watkins, Patti Lou. "Behavioral assessment of interpersonal skill among Type A and B college students." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/77783.

Full text
Abstract:
The Type A behavior pattern (TABP) is a coronary-prone response style characterized by intense ambition, competition, preoccupation with deadlines, and time-urgency. Anger may be the most detrimental aspect of the overall behavior pattern, but few studies have examined how Type As display anger in daily interactions. This study assessed anger expression as well as general conversational skill among Type As and Bs in representative situations. Type As and Bs were also classified based on degree of self-reported anger with skill differences examined among these four groups as well. Behavioral assessment occurred during challenging and non challenging role play scenes and a deception period in which confederates interrupted subjects' progress on a task. Observers, confederates, and subjects rated anxiety, anger, assertiveness, general demeanor, overall social skill, and interest during these conditions. Type As expressed anger less appropriately than Bs in challenging scenes but had greater overall social skill and made more interesting partners across conditions. Type As and Bs with minimal anger received better ratings than those with greater anger. Discussion addresses clinical significance of the TABP and directions for future assessment/treatment of coronary-prone behavior.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
37

Clark, Shaunna Lynn. "Mixture modeling with behavioral data." Diss., Restricted to subscribing institutions, 2010. http://proquest.umi.com/pqdweb?did=2023764131&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Wilder, Schaaf Kathryn. "Polytrauma Family Needs Assessment." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2051.

Full text
Abstract:
There is a great deal of literature in civilian rehabilitation settings that documents the tremendous impact a brain injury has on both the injured person and the family as a whole. TBI is a leading cause of both death and disability world-wide and is often cited as the signature injury of the ongoing OEF/OIF conflict. In 2005, Congress recognized the severity of injuries that military personnel were encountering in the OEF/OIF conflicts and created the Polytrauma System of Care (PSC). While the PSC has made great efforts to provide innovative and effective treatment for active duty and veteran patients, little is known about the needs of their family members. Given the tremendous impact TBI has on families and the important caregiving role assumed by many, there is an urgent need to better understand their needs. The Family Needs Questionnaire (FNQ) was administered to 44 family members of patients at the Polytrauma Rehabilitation Center (PRC) at McGuire Veterans Affairs Medical Center (VAMC) over a 30 month period. Family members rated 40 needs indicating the importance and extent to which needs were met. Results were compared with findings from similar studies in civilian rehabilitation settings. A review of the rated needs indicated that PRC families rated the needs in the Health Information domain as most important and most frequently met. In addition, PRC family members rated Emotional Support and Instrumental Support as least important and most frequently unmet. Overall results were consistent with findings in civilian rehabilitation research, but subtle differences were examined. Exploratory analyses were conducted to examine a subset of family variables associated with needs indices. Needs were rated differently based on respondents', gender, income, relationship to patient, and time since injury. Results highlight similarities across family needs in rehabilitation settings. However, there remains a need for further research within VAMC PRC's that include a larger more diverse sample and participants utilizing both inpatient and outpatient services.
APA, Harvard, Vancouver, ISO, and other styles
39

Martin, Allison L. "Analysis of a quantitative behavioral assessment program to identify and treat abnormal behaviors in captive primates." Diss., Georgia Institute of Technology, 2016. http://hdl.handle.net/1853/54980.

Full text
Abstract:
Facilities housing non-human primates are required to make provisions for their psychological wellbeing, which may include monitoring animals for signs of decreased wellbeing such as the presence of abnormal behaviors or alopecia. By analyzing archival behavioral data collected by the Behavior Management Unit at the Yerkes National Primate Research Center (YNPRC), I aimed to identify behavioral predictors of self-wounding and alopecia and to evaluate the effectiveness of current treatments in reducing abnormal behavior and alopecia in rhesus macaques (Macaca mulatta). The behaviors of self-biting and hair plucking (conditional logistic regression, p < .05) as well as floating limb and self-oral behaviors (Mantel-Haenszel chi-square tests, p < .05) were identified as behavioral predictors of self-wounding. Fear behaviors were associated with an increased risk of developing alopecia (Mantel-Haenszel chi square, p < .05). An inverse relationship was found between alopecia and stereotypic locomotor behaviors such as pacing, with animals who displayed these behaviors being less likely to develop significant hair loss (conditional logistic regression, p < .05). Overall, the type of treatment provided (e.g., additional foraging opportunities, the provision of toys, or the provision of visual barriers) did not predict improvement in levels of abnormal behavior or alopecia (logistic regression, p > .05). The results of these analyses add to the literature on self-wounding and alopecia and will allow refinement of the quantitative behavioral monitoring system at YNPRC such that more at-risk animals can be identified and treated prior to the development of abnormal or harmful behaviors.
APA, Harvard, Vancouver, ISO, and other styles
40

Holden, Rachel. "Psychometric Properties of the Adaptive Behavior Assessment System- Second Edition with Adults Diagnosed with Intellectual Disability." Xavier University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1461253948.

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

Payne, Linda Donica. "Functional behavioral assessment basing intervention on function in school settings /." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0013641.

Full text
APA, Harvard, Vancouver, ISO, and other styles
42

Yamanashi, Yumi. "Welfare assessment of captive chimpanzees: Integrating behavioral and physiological measures." 京都大学 (Kyoto University), 2013. http://hdl.handle.net/2433/175160.

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

Ray, Maria A. "Behavioral assessment of neurotoxicity and fatigue during chemotherapy in mice /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1597629831&sid=1&Fmt=2&clientId=1509&RQT=309&VName=PQD.

Full text
Abstract:
Thesis (M.S.)--Southern Illinois University Carbondale, 2008.
"Department of Medical Microbiology, Immunology and Cell Biology." Includes bibliographical references (p. 78-108). Also available online.
APA, Harvard, Vancouver, ISO, and other styles
44

Koh, Seong A. "A Comparison of Treatment Integrity Assessment Methods for Behavioral Intervention." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193705.

Full text
Abstract:
The purpose of this study was to examine the similarity of outcomes from three different treatment integrity (TI) methods, and to identify the method which best corresponded to the assessment of a child’s behavior. Six raters were recruited through individual contact via snowball sampling. A modified intervention component list and 19 video clips were derived from Stahr’s (2005) study, “An Intervention for Children with Autism Spectrum Disorders (ASD) who Have Food Selectivity.” The raters, randomly and evenly assigned to three dyads. Each dyad received an average of six hours training and reached 85% interobserver agreement (IOA) with a 0.60 kappa score. After training, each dyad watched 5 video clips per day and measured both the child’s behavior and TI. The percentages of IOA, kappas, and indices of dependability for assessment of the child’s behavior and TI were analyzed. The data revealed that all raters reached over 80% IOA and the whole interval (WI) and yes/no (Y/N) dyads reached .60 kappa, but the two raters in the Likert-type (LIK) dyad could not reach .60 kappa. The indices of dependability indicated that the six raters consistently observed and rated both the child’s behavior and TI, but there was a discrepancy in scores (i.e., percentages of TI) between the two raters in the two indirect measure dyads (i.e., Y/N and LIK). An analysis of the percentages of total variance showed that the two indirect TI methods may affect the discrepancy between the two raters’ rating scores. A comparison of the three different TI methods and correlation between the child’s behavior and TI were examined using the PASW Statistics 18 software program. There was no significant difference between the WI and the Y/N dyads, while the assessments from the LIK dyad indicated a significant difference from the other two dyads. Both the WI and the Y/N dyads showed correlations between the degree of the child’s behavior and the degree of TI, but there was no significant difference between the two correlation coefficients. Questions about reliability with the indirect TI measures suggest one should be careful in considering these results.
APA, Harvard, Vancouver, ISO, and other styles
45

Rowley, Brock. "Kindergarten Assessment: Analysis of the Child Behavioral Rating Scale (CBRS)." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19222.

Full text
Abstract:
Oregon’s Kindergarten Assessment (KA) is mandatory for all incoming Oregon kindergarteners starting in the 2013-14 school year. One component of Oregon’s KA is the Child Behavioral Rating Scale (CBRS), which Oregon has adapted into the Approaches to Learning Assessment. Teachers complete the CBRS during the first four to six weeks of school. This study uses a convenience sample of 731 kindergarten students (across two years) from one district in Oregon to analyze behavioral readiness (self-regulation and social-emotional behaviors) as well as easyCBM indicators of academic readiness. The CBRS is compared with the Child Behavioral Checklist and the Ages and Stages Questionnaire: Social Emotional as criterion measures. Parent and teacher responses to the CBRS are analyzed for comparability, and a Receiver Operating Characteristic curve analysis of the data is used to determine optimal cut points (maximizing sensitivity and specificity) for predicting whether students are at risk compared to the criterion measure cut scores. Demographic variables of gender, English Language Learner status, and Socioeconomic Status, are analyzed as control variables. Pre-post behavior change on the CBRS is document over the kindergarten year, and kindergarten academic benchmark measures is used as a dependent measure. This study explores whether: (a) parent responses differ significantly from teacher responses (internal consistency), (b) a cut score on the CBRS successfully sorts students into categories of "typically developing" or "in need of further assessment," (c) teacher predictions align to the proposed CBRS cut score, (d) academic risk is correlated to the established CBRS cut score, and (e) change in behavior over the course of kindergarten is measured (pre-post) by the CBRS. Results from this research could support identification of students for interventions in both kindergarten and early childhood programs.
APA, Harvard, Vancouver, ISO, and other styles
46

MAQSOOD, RABIA. "ANALYZING AND MODELING STUDENTS¿ BEHAVIORAL DYNAMICS IN CONFIDENCE-BASED ASSESSMENT." Doctoral thesis, Università degli Studi di Milano, 2020. http://hdl.handle.net/2434/699383.

Full text
Abstract:
Confidence-based assessment is a two-dimensional assessment paradigm which considers the confidence or expectancy level a student has about the answer, to ascertain his/her actual knowledge. Several researchers have discussed the usefulness of this model over the traditional one-dimensional assessment approach, which takes the number of correctly answered questions as a sole parameter to calculate the test scores of a student. Additionally, some educational psychologists and theorists have found that confidence-based assessment has a positive impact on students’ academic performance, knowledge retention, and metacognitive abilities of self-regulation and engagement depicted during a learning process. However, to the best of our knowledge, these findings are not exploited by the educational data mining community, aiming to exploit students (logged) data to investigate their performance and behavioral characteristics in order to enhance their performance outcomes and/or learning experiences. Engagement reflects a student’s active participation in an ongoing task or process, that becomes even more important when students are interacting with a computer-based learning or assessment system. There is some evidence that students’ online engagement (which is estimated through their behaviors while interacting with a learning/assessment environment) is also positively correlated with good performance scores. However, no data mining method to date has measured students engagement behaviors during confidence-based assessment. This Ph.D. research work aimed to identify, analyze, model and predict students’ dynamic behaviors triggered by their progression in a computer-based assessment system, offering confidence-driven questions. The data was collected from two experimental studies conducted with undergraduate students who solved a number of problems during confidence-based assessment. In this thesis, we first addressed the challenge of identifying different parameters representing students’ problem-solving behaviors that are positively correlated with confidence-based assessment. Next, we developed a novel scheme to classify students’ problem-solving activities into engaged or disengaged behaviors using the three previously identified parameters namely: students’ response correctness, confidence level, feedback seeking/no-seeking behavior. Our next challenge was to exploit the students’ interactions recorded at the micro-level, i.e. event by event, by the computer-based assessment tools, to estimate their intended engagement behaviors during the assessment. We also observed that traditional non-mixture, first-order Markov chain is inadequate to capture students’ evolving behaviors revealed from their interactions with a computer-based learning/assessment system. We, therefore, investigated mixture Markov models to map students trails of performed activities. However, the quality of the resultant Markov chains is critically dependent on the initialization of the algorithm, which is usually performed randomly. We proposed a new approach for initializing the Expectation-Maximization algorithm for multivariate categorical data we called K-EM. Our method achieved better prediction accuracy and convergence rate in contrast to two pre-existing algorithms when applied on two real datasets. This doctoral research work contributes to elevate the existing states of the educational research (i.e. theoretical aspect) and the educational data mining area (i.e. empirical aspect). The outcomes of this work pave the way to a framework for an adaptive confidence-based assessment system, contributing to one of the central components of Adaptive Learning, that is, personalized student models. The adaptive system can exploit data generated in a confidence-based assessment system, to model students’ behavioral profiles and provide personalized feedback to improve students’ confidence accuracy and knowledge by considering their behavioral dynamics.
APA, Harvard, Vancouver, ISO, and other styles
47

Duggan, Vanessa. "Parents' and teachers' acceptability of conjoint behavioral consultation." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33282.

Full text
Abstract:
The present study examined parents' and teachers' acceptability of conjoint behavioral consultation for children with problem behaviors at school and at home. Also examined was the relationship between perceived treatment acceptability and treatment outcome, and time to treatment effectiveness. An A/B design was used and participants included 14 children, their parents, and teachers. Results indicated that conjoint behavioral consultation was an equally acceptable intervention prior to and following implementation for both parents and teachers. Results also indicated that parents' perceptions of treatment acceptability at posttest were not related to the effectiveness of the intervention as measured by direct observations. On the other hand, teachers' perceptions of treatment acceptability following implementation were found to be positively related to the effectiveness of the intervention. Furthermore, both parents and teachers perceptions of treatment acceptability were found to be significantly related to perceptions of treatment effectiveness and time to effectiveness. Results are discussed in light of their practical and theoretical implications.
APA, Harvard, Vancouver, ISO, and other styles
48

Malcolm, P. Bruce (Peter Bruce) Carleton University Dissertation Psychology. "Control of penile tumescence in convicted child molesters: effects of a mid-trial change in stimulus category." Ottawa, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
49

Reynolds, Brady. "Determining behavior a study of the interaction between situation and dispositional factors /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1320.

Full text
Abstract:
Thesis (M.A.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains vii, 110 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 72-76).
APA, Harvard, Vancouver, ISO, and other styles
50

Metras, Rachel. "Teaching Behavior Professionals to Use the Interview-Informed Synthesized Contingency Analysis (IISCA): A Preliminary Investigation." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011807/.

Full text
Abstract:
We assessed the implementation accuracy and fidelity of two board certified behavior analysts (BCBAs) using the open-ended interview from Hanley. Participants interviewed a confederate using the open-ended interview, and were then asked to use information gathered from the interview to create operational definitions of target behaviors as well as test and control condition procedures for a subsequent matched test-control functional analysis as is characteristic of the interview-informed synthesized contingency analysis (IISCA) strategy. Brief behavioral skills training (BST) was then implemented with all participants to increase the accuracy of constructing both target behavior definitions and functional analysis procedures. Preliminary results show moderate rates of accuracy of target behavior definitions and functional analysis procedures prior to BST, and high rates of accuracy following BST. The results also suggest high implementation fidelity on the open-ended interview may not be necessary to achieve high accuracy when constructing target behavior definitions and functional analysis procedures.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Behavioral assessment' for other source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography